Building resilience of students with disabilities in China: The role of inclusive education teachers
ARTICLE
Guanglun Michael Mu, Queensland University of Technology, Australia ; Yang Hu, Central University of Finance and Economics, China ; Yan Wang, Beijing Normal University, China
TATE Volume 67, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd
Abstract
The literature well documents that teachers facilitate the resilience process of at-risk students through building empowering teacher-student relationships. Much less is known about teachers’ role in student resilience within an inclusive education context. Drawing on an ecological perspective, this quantitative study investigates the role of Chinese inclusive education teachers in the resilience process of students with disabilities. The study reveals that students with disabilities suffer from multiple stressors. Inclusive education teachers who show strong agency in resource-seeking can build the resilience of these students and promote their wellbeing in unfavourable conditions.
Citation
Mu, G.M., Hu, Y. & Wang, Y. (2017). Building resilience of students with disabilities in China: The role of inclusive education teachers. Teaching and Teacher Education: An International Journal of Research and Studies, 67(1), 125-134. Elsevier Ltd. Retrieved August 7, 2024 from https://www.learntechlib.org/p/202063/.
This record was imported from
Teaching and Teacher Education: An International Journal of Research and Studies
on January 29, 2019.
Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.
